1 Comparison of Educational Systems: India and the Netherlands Graduate School of Education, University of the People EDUC 5010: Education in Context Dr. Mimi Teklé September 20th, 2023 2 Comparison of Educational Systems: India and the Netherlands India and the Netherlands are both distinct in their modern educational systems due to their unique histories, rich cultures, and differing social and political forces. Education in both countries has strong purposes to develop high quality education and inclusivity in their schools while equipping students with knowledge and skills essential for a constantly shifting, global stage. However, each of these is approached differently from their curriculum, assessments, and learning theories. This essay will examine the purposes of each of these education systems, how their approaches on curriculum, assessment, and learning theories compare, and how I view them from an American perspective. Purpose for Education: India, located in South Asia, with an estimated population of 1.4 billion people (Chatterjee, 2023), has an education system with influences from both British and native Indian traditional systems due to its colonial past (Rothermund, 2002). British influence is still very apparent in their school system today, but with the country’s independence, “national education” has been part of it’s reform in the later half of the twentieth century, seeking to “revive the glorious heritage of knowledge and culture originating in India itself”(Rothermund, 2002, p. 17). The main objectives stated by India’s Ministry of Education & National Informatics Centre (2021) include: expanding and improving quality of educational institutions, especially in regions with little ease of access to education; paying attention to disadvantaged groups such as people in poverty and women; providing financial help through scholarships; and working closely with UNESCO to encourage international educational cooperation. The Netherlands, on the other hand, is a small northwestern country in Europe with a population of approximately 17 million people (Netherlands Population 2023, 2023). Ranked as the “third-most educated county in the world” (Van Mameren, 2023, para. 11), the Dutch education system started off with heavy Protestant influences during the “Golden Age” in the 16th and 17th centuries when the country was experiencing significant economic, cultural, and scientific growth (Grever, 2019). The country introduced a national education system in the 19th century and has since evolved and adapted to societal changes with 3 various reforms in the 20th and 21st centuries (Team MRM, 2023). The Netherlands Ministry of Education’s mission is to “ensure a knowledgeable, skilled and cultured country” (Ministerie van Onderwijs, Cultuur en Wetenschap, 2023, para. 2). The Ministry works to ensure that everyone gets a good education, is prepared for personal responsibility, and has opportunities to experience culture, and to support their teachers in their professional work (Ministerie van Onderwijs, Cultuur en Wetenschap, 2023). Curriculum and Specializations: The National Council for Educational Research and Training in India prepares a National Curriculum Framework for the 28 states in the country (Sasi Kumar, 2011). Sasi Kumar (2011), describes that students learn a common curriculum which is standardized across states, with the exception of regional languages from primary to end of high school. Students are expected to learn three languages, Hindu, English, and their regional language. Specializations typically begin at the university level, but some are available at the higher secondary level. The Dutch system has a very diversified curriculum, where families have many choices on where to send their students based on their educational philosophies, for example Montessori schools, Dalton schools, and Waldorf schools all have unique curricula they offer (Van Memeren, 2023). Despite the different schools and philosophies they each have, the Netherlands tends to focus on practical hands-on learning. This is especially evident in their secondary programs where specialization starts early on. With three levels of high school education, students have a choice in specializing in VMBO - vocational education, HAVO - general secondary education followed by University Applied Sciences, or VWO pre-university education (Van Memeren, 2023). Assessment: Assessment is another critical factor when examining two different education systems. In India, students’ progression to higher education levels is determined by standardized board examinations, especially at grades 10 and 12 (Abu Dhabi Government, n.d.). These exams include “The All India Secondary Examination” conducted in 10th grade and the “Higher Secondary Certification Examination” in 4 order to graduate 12th grade. Students are held back if they do not get passing marks on their standardized exams (“The Indian Education System: An Overview,” 2017). In contrast to the heavily standardized emphasis on assessments in India, Dutch education puts a greater focus on continuous assessment during the school year through projects and presentations. In primary years, students take a test called the “leerlingvolg-systeem”to monitor progress so teachers can identify learning difficulties at an early age (Van Mameren, 2023). The Netherlands does not have direct consequences for failing tests, as opposed to India, where students must repeat a grade based on the outcome of a test. Van Mameren (2023) explains that tests are often used to measure the quality of teaching and results are shared with parents but not always the children to alleviate competition based on test outcomes. Approach to Learning: A third factor that is important to analyze when comparing educational systems is their overall approach to learning and the learning theories practiced. In connection to the heavy emphasis on high stake tests and academic scores, the educational system in India traditionally uses rote learning, where students memorize information through regular repetition (Sharma, 2020). According to Sharma (2020), this emphasis on learning is due to the outcome of British Imperialism to “maximize [the British] profit, they created such an education system so that they can train Indians to submit to their authority” (para. 7). However, due to recent reforms, such as the National Education Policy of 2020, there has been an encouraging shift towards a more holistic and skill oriented approach to learning. The Dutch system puts more emphasis on the holistic, skill-oriented approach that India is working to move towards. Inclusive education has a large emphasis on the learning approach, which calls for a positive school climate and for social and cultural diversity to be celebrated (Van Leeuwen et al., n.d.). The Dutch approach to learning encourages students to think independently and engage in active learning to promote belonging and stimulate active citizenship (Van Leeuwen et al., n.d.). Conclusion: 5 Reflecting on both education systems, it is apparent that each country has a purpose to support their students through quality education and build their knowledge and skills to effectively work in the ever changing global landscape. I prefer the Dutch system as it aligns with my values as an educator. I appreciate that the Dutch place more of an emphasis in their curriculum, assessments, and learning approach around a constructivist model. They see students as social individuals who are able to construct their own meaning of the world around them through hands-on, practical experiences and opportunities. With less emphasis on high-stakes tests, and more emphasis on continual growth and progress in learning, the Dutch create a more positive and cohesive educational culture where students are in school to learn and exercise their curiosity about the world around them, rather than focusing on memorizing material on tests to advance. When education is approached from a more holistic manner, students foster critical thinking, problem-solving, and creative skills that are practical for success. It is inspiring to see how Independent India is shifting more towards this type of learning as they continue to grow outside of their colonial British past. 6 References Abu Dhabi Government. (n.d.). Indian Curriculum. Abu Dhabi Department of Education and Knowledge. https://www.adek.gov.ae/en/Education-System/Private-Schools/Curriculum/Indian-Curriculum Chatterjee, R. (2023, June 8). India’s population passes 1.4 billion — and that’s not a bad thing. 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Learning theories: An educational perspective (6th ed.). Boston, MA: Pearson. https://www.researchgate.net/file.PostFileLoader.html?id=53ad2847cf57d75c068b45c5&asset Key=AS%3A273549456019456%401442230680395 Sharma, S. (2020, July 31). End of Rote Learning Regime in India with the National Education Policy 2020. Medium. https://medium.com/the-%C3%B3pinion/end-of-rote-learning-regime-in-india-with-the-nationa l-education-policy-2020-f9aac0addb50 Van Mameren, A. (2023, July 14). The Education System in the Netherlands. Expatica Netherlands. https://www.expatica.com/nl/education/children-education/dutch-education-system-100816/ Van Leeuwen, B., Thijs, A., & Zandbergen, M. (n.d.). Inclusive Education in the Netherlands. SLO National Institute for Curriculum Development. https://www.european-agency.org/sites/default/files/Inclusive_Education_Netherlands.pdf